Sedgwick (2011), using focus groups and interviews, found that rural, interdisciplinary team members were always open to informing students about their roles and responsibilities, upon request; furthermore, if the preceptor was a team player, the student was more likely to be welcomed and supported by the other disciplines.

In an effort to minimize "preceptor burnout" and maintain sustainable preceptor to student ratios, many schools have employed a distributed model of medical education with part or all of clerkship performed at community centres.

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